upgrading your input: cues and questions
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Upgrading Your Input: Cues and Questions. Valerie Espinoza [email protected] Shannon Lockard [email protected]. Objectives. Understand the levels of cues and questioning (Bloom’s Taxonomy and ELD) Analyze levels of questions in order to deepen comprehension - PowerPoint PPT PresentationTRANSCRIPT
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Upgrading Your Input: Cues and QuestionsValerie Espinoza [email protected] Lockard [email protected]
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ObjectivesUnderstand the levels of cues
and questioning (Bloom’s Taxonomy and ELD)
Analyze levels of questions in order to deepen comprehension
Apply strategies through the GLAD model to meet state standards
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Learn from yesterday, live for today, hope for tomorrow. The
important thing is not to stop questioning.
~ Albert Einstein
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What are Cues and Questions?Cues
involve “hints” about what students are about to experience.
Cueing and questioning
might account for as much as 80 percent of what occurs in a given classroom on a given day. (see Davis, O.L., & Tinsley, 1967;
Fillippone, 1998)
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Did you ever stop to think, and
forget to start again?
~Winnie the Pooh
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Purpose of Cues and Questions
Activate background knowledge
Prepare students to expect new information
Set learning objectivesAssess learning
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The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when he contemplates the mysteries of eternity, of life, of the marvelous structure of reality.
~Albert Einstein
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Bloom’s Taxonomy-Revised
Remember (knowledge)Understand (comprehension)ApplyAnalyzeEvaluate Create (synthesis)
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“Asking the Right Question”1.Decide who will be partner A and partner B2.Partner A reads first section, Partner B asks a
“Remember” level question, Partner A answers it.3.Partner B reads second section, Partner A asks a
“Understand” level question about the first two sections, Partner B answers it.
4.Continue switching back and forth until you and your partner have read all six sections, asked a question from all six levels of Bloom’s and responded to the questions.
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10/2
Which questions were the easiest to formulate and answer? Why?What implications does this have for your teaching?
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Bloom’s Taxonomy and ELL“Asking the Right Question”
– Examples higher level questions for all levels of ELL
GLAD leveled questions–Point to–Yes/No–Either/Or–Open-ended
ELD Stem Questions
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Upgrading Your Input
Insert input chart
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Upgrading Your Input
Insert input chartWrite enduring understanding
underneath input
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10/2
How do the levels of questioning support language acquisition?
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Learning Log Name:________ Text You
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ELD Review
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10/2/2
What did you notice about the level of engagement for the English language learners?What connections can you make between the video and your teaching?
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Never be afraid to sit awhile and think.
~Lorraine Hansberry, A Raisin in the Sun
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Graffiti Wall1. Write as many questions as you
have groups in your class on large white paper.
2. As groups, writing in their group color, students will answer your question and then write one of their own.
3. Groups continue to answer and ask questions until you choose to end the task.
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Graffiti Wall
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10/2/2
How does the Graffiti Wall assess comprehension through questioning?How can you use the Graffiti Wall in your classroom?
Learning Log Name:________ Text You
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What is important about questions?…become
less concerned with right
answers and more
concerned with good questions.